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Three possible approaches 1 How best to explore the assets of a multimodal approach to engage students in understanding the Other, as represented in “accented” films.

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Films a multimodal texts Redesigned by decafnomilk.com based on the diagram from Cope and Kalantzis (2000) [Source: Redesigned by decafnomilk.com based on the diagram from Cope and Kalantzis (2000) [Source: Redesigned by decafnomilk.com based on the diagram from Cope and Kalantzis (2000) [Source: /]/] sh/]sh/] Redesigned

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2 Organise teaching tasks around intercultural competence, as opposed to teaching cultural differences and knowledge of the culture of the language studied.

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3 Generate real debate in seminars and (student-led) intercultural dialogue around themes which can be viewed as sensitive, especially within heterogeneous classes.

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Common European framework When people are talking to each other their social identities are unavoidably part of the social interaction between them. In language teaching, the concept of 'communicative competence' takes this into account by emphasising that language learners need to acquire not just grammatical competence but also the knowledge of what is 'appropriate' language. (Byram, Gribkova and Starkey in the European Framework 2002: 5)